SlIllllllllllllllllllillllliilllillljUM^ 


A HAND  BOOK 


CONTAINING 


Suggestions  and  Programs 


FOR 


COMMUNITY  SOCIAL  GATHERINGS 


At  Rural  School  Houses 


Revised  Edition 


Prepared  by 

L.  J.  HANIFAN,  State  Supervisor 
of  Rural  Schools 


Under  the  Direction  of 
M.  P.  SHAWKEY,  State  Superintendent 
Charleston,  W.  Va. 

1914 


IllllllllllllWllUlM 


TRIBUNE  PRINTING  CO.,  CHARLESTON,  *».  VA. 


library 

HNlVOStfV  OF  ILLINOIS 


OLDER  THAN  WEST  VIRGINIA.’ 


Ltd Krt«i' 

OF  THE 

UNIVERSITY  OF  ILLINOIS 

27  OCT19I4 


A HAND  BOOK 


CONTAINING 


Suggestions  and  Programs 


FOR 


COMMUNITY  SOCIAL  GATHERINGS 


At  Rural  School  Houses 


Revised  Edition 


• Prepared  by 

L.  J.  HANIFAN,  State  Supervisor 
ot  Rural  Schools 


Under  the  Direction  of 
M.  P.  SHAWKEY,  State  Superintendent 
Charleston,  W.  Va. 

1914 


WSi?Vi  a 


PREFACE. 

Our  experience  with  the  “Social  Center”  work  in  West  Virginia  the 
year  1913-14  confirms  our  belief  that  the  great  majority  of  teachers 
everywhere  are  willing,  yes  anxious,  to  do  more  for  the  country  boys 
and  girls  than  merely  “keep  order”  and  “hear  recitations,”  provided 
only  that  they  know  what  to  do  and  how  to  go  about  it.  The  summer 
of  1913  Superintendent  Shawkey  called  for  a thousand  volunteers 
among  the  7,000'  rural  teachers  in  the  state  to  organize  their  respective 
communities  into  “social  centers”  for  the  purpose  of  social,  recrea- 
tional and  intellectual  benefits.  As  a general  guide,  a “Hand  Book” 
was  prepared  and  furnished  to  those  who  were  willing  to  undertake 
the  work.  More  than  a thousand  teachers  enlisted  in  this  work  of 
vitalizing  the  rural  school  and  rural  life.  The  results  were  greater 
and  better  than  had  been  anticipated.  This  Hand  Book  is  prepared 
as  a revision  of  the  one  issued  in  1913.  It  aims  to  follow  the  same 
general  plan  of  suggestions  and  programs.  But  the  experience  of 
teachers  in  working  out  this  plan  has  indicated  several  needed  changes 
and  additions.  We  make  no  pretense  of  having  perfected  a plan  for 
rural  “social  center”  work.  Everything  in  this  Hand  Book  is  in- 
tended to  be  only  suggestive.  The  teachers,  the  superintendent  and 
the  people  themselves  must  be  depended  upon  to  put  the  “social  cen- 
ter” idea  into  practice.  This  idea  will  work  itself  out,  once  the  people 
of  the  community  get  together.  Every  teacher  ought  to  undertake 
the  work  this  year. 

L.  J.  Hanifau. 

Charleston,  W.  Va. 


CONTEXTS. 


Introductory  5 

The  Social  Center  Idea  6 

What  is  a Community  Social  Gathering? 7 

Selected  Reports  and  Statements  from  Teachers 8 

General  Suggestions  12 

Suggested  Programs  14 

Section  I.  Special  Day  Programs  16 

Section  II.  Farm  Programs 27 

Section  III.  Miscellaneous  Programs 39 

Questions  for  Debate  51 

References  to  Literature  on  the  Social  Center  and  Rural  Life ...  52 
Rural  Life  Reading 54 


INTRODUCTORY . 


Last  year  we  asked  for  a thousand  teachers  who  would  hold  some 
community  meetings  in  their  school  houses  during  the  term.  In  re- 
sponse to  this  call  more  than  a thousand  volunteers  enlisted  for  the 
service.  Some  of  these  succeeded  in  a marked  degree.  Some  met  with 
indifferent  success  and  some  made  a failure  of  the  undertaking.  It  is 
not  too  much  to  say.  however,  that  on  the  whole  the  work  proved  a 
great  success.  In  many  instances  the  meetings  not  only  resulted  in 
material  improvements,  such  as  books,  libraries,  furniture,  or  appar- 
atus for  the  school  or  improvements  on  the  building  and  grounds,  but 
they  brought  about  a quickened  life  both  in  the  school  and  the  com- 
munity and  a more  cordial  relationship  between  the  two.  In  some 
cases,  indeed,  they  brought  to  both  school  and  community  a revelation 
of  a richer  life  neither  had  even  dreamed  of  before. 

To  suggest  the  possibilities  of  these  meetings  a “Hand  Book”  was 
issued  last  year.  The  demand  for  it  exceeded  expectations.  Bequests 
for  copies  came  from  nearly  every  state  in  the  Union  and  from 
foreign  countries.  A second  edition  was  printed.  Finally  the  United 
States  Commissioner  of  Education  sent  a copy  to  every  county  super- 
intendent in  America.  Assuming  that  this  unusual  interest  will  con- 
tinue and  that  the  work  in  this  state  will  be  even  more  successful  the 
coming  year  than  it  was  last  year,  this  revised  Hand  Book  is  issued. 

It  is  earnestly  hoped  that  teachers  will  not  regard  the  Hand  Book 
as  a manual  and  follow  it  literally.  One  of  the  best  things  about  the 
whole  scheme  is  that  it  develops  originality  and  leadership.  There 
are  many  things  that  might  be  done  and  many  ways  of  doing  them 
that  are  not  mentioned  here.  Let  teachers  discover  the  other  and 
better  things  and  work  out  the  best  ways  of  doing  them. 

There  are  many  agencies  that  would  gladly  cooperate  with  any 
teacher  who  takes  up  the  work,  but  it  will  be  vastly  better  for  the 
teacher  and  the  people  to  go  ahead  in  their  own  way  and  see  how 
much  can  be  accomplished. 

I am  confidently  expecting  some  very  valuable  and  interesting  pro- 
grams to  be  worked  out  in  our  schools  during  the  ensuing  year. 

Very  truly  yours, 


THE  “SOCIAL  CENTER " IDF  A. 


It  is  generally  agreed  that  there  are  fewer  opportunities  for  the  peo- 
ple of  the  country  to  get  together  and  have  a general  good  time  than 
there  used  to  be.  There  used  to  be  the  husking  bees,  the  barn  raisings, 
the  threshing  days,  even  the  log  rollings.  There  used  to  be  the  apple 
cuttings,  the  bean  stringings,  the  sugar  makings/  There  used  to  be  the 
spelling  bees,  the  old  time  “literaries,”  the  “heated”  debates.  There 
are  not  so  many  of  any  of  these  “diversions”  today.  In  many  com- 
munities nearly  all  of  these  have  been  entirely  abandoned.  Nothing 
has  taken  their  places.  Many  of  the  rural  churches  have  been  aban- 
doned, the  ministers  having  either  starved  out,  or  left  the  country. 
Perhaps  the  best  means  we  have  left  for  getting  the  rural  folk  together 
is  the  Sunday  School.  This,  however,  is  usually  active  only  during 
the  summer  months. 

What  are  the  results  of  all  this  change  ? In  the  first  place  the  people 
in  the  country  are  without  amusement,  recreation,  or  social  life.  They 
do  not  even  visit  one  another  as  they  did  formerly.  Families  live  in 
varying  degrees  of  isolation.  This  situation  makes  living  in  the 
country  dull,  uneventful,  uninteresting.  As  a final  result  many  of  our 
country  boys  and  girls  and  not  a few  older  ones  leave  the  farms  and 
go  to  the  cities  where  they  congregate  on  the  streets,  at  the  “movies,” 
at  the  club,  at  the  dance  halls,  at  the  theatre,  sometimes  at  the  pool- 
rooms,  gambling  dens  and  evil  resorts.  And  we  are  not  to  censure 
too  severely  these  young  people  for  leaving  the  farms  and  going  to 
the  cities.  Man  is  a social  animal.  He  takes  to  society  naturally. 
Isolation  from  his  fellows  is  unendurable  to  youth  or  grown-up.  If 
he  cannot  find  congenial  associates  in  the  country  he  will  go  to  the 
city.  If  he  cannot  find  good  company  there  he  may  find  bad.  He  must 
have  companions.  Therefore,  just  as  long  as  the  country  fails  to 
provide  some  means  of  social  enjoyment  the  boys  and  girls  will  con- 
tinue to  go  to  the  cities  in  large  numbers. 

This  migration  to  the  city  would  not  be  so  bad  if  the  city  were  the 
best  place  in  the  world  for  these  young  people  to  live.  As  a matter  of 
fact,  no  city  is  either  all  good  or  all  bad.  But  in  every  city  there  is 
opportunity  for  young  people  to  be  bad.  Many  of  our  country  boys 
and  girls  go  to  the  city  and  make  good.  We  sometimes  boast  of  the 


7 


large  number  of  men  from  the  country  who  now  hold  responsible  posts 
both  in  business  and  in  the  professions.  But  we  fail  to  mention  the 
]arge  number  who  have  utterly  failed  to  make  of  themselves  anything 
except  crooks,  criminals  or  loafers.  Whether  a country  boy  will  make 
good  in  the  city  depends  largely  upon  the  boy  in  the  first  place,  and  in 
the  second  place  upon  the  kind  of  company  he  gets  into  when  he 
reaches  the  city.  Other  things  being  equal  the  country  boy  has  greater 
evil  temptations  in  the  city  than  the  city  born  youth  has,  for  the  reas- 
on that  the  latter  grows  up  amidst  the  city  environment,  becomes  acr 
customed  to  it  as  he  grows,  while  the  country  boy  plunges  im- 
mediately into  an  entirely  new  environment,  to  which  he  is  wholly 
unprepared  to  adjust  himself.  When  a country  boy  or  country  girl 
leaves  the  farm  for  the  city  the  father  and  mother  can  never  be  quite 
sure  that  their  child  will  not  fall  by  the  wayside  as  one  of  the  tares. 

What,  therefore,  shall  be  done  to  make  living  in  the  country  toler- 
able to  our  country  youth?  The  solution  devolves  upon  the  school. 
Upon  the  teacher  rests  the  immediate  responsibility  of  leadership  in  all 
that  may  be  done.  She  must  secure  the  cooperation  of  the  ministers, 
cf  the  parents  and  citizens,  in  devising  ways  and  means  of  bringing 
the  young  people  together  often  for  social  enjoyment,  mental  recrea- 
tion, even  for  merely  good  fellowship.  The  boys  and  girls  will  do 
their  part  if  only  proper  leadership  and  encouragement  are  afforded 
them. 


WHAT  IS  A “COMMUNITY  SOCIAL  GATHERING?” 

People  will  not  come  together  unless  something  of  common  interest 
prompts  them  to  do  so.  For  some  years  now  the  rural  folk  have  had 
no  such  common  community  interest.  The  church  is  of  common  in- 
terest only  to  its  membership.  The  farmers  have  lived  apart  and  run 
their  own  farms  in  their  own  way.  The  schools  have  been  left  to  the 
school  officers  to  run  as  they  think  best.  No  one  thing  has  been  of 
sufficient  interest  to  bring  the  people  together.  Hence,  stagnation, 
monotony,  prejudice,  isolation,  drudgery — these  have  constituted  coun- 
try life.  In  order  to  change  this  sad  condition  something  of  common 
interest  to  the  whole  people  must  be  provided.  A wedding,  if  it  bring 
the  people  together,  might  be  a community  social  gathering.  A 
farmers’  institute,  if  it  be  made  to  concern  the  whole  community,  is 
an  excellent  community  social  gathering.  A “husking  bee,”  a “good 
roads  day,”  the  “summer  chautauqua,”  the  “'agricultural  fair” — all 


8 


these  and  many  similar  community  meetings  are  of  the  nature  of  a 
community  social  gathering.  The  important  thing  is  that  there  be 
something  of  common  interest  to  all  the  people  of  the  community. 
Let  the  people  be  brought  together  by  something  of  common -interest 
to  all  and  soon  they  will  have  a common  interest  in  many  community 
undertakings — the  improvement  of  the  schools,  the  building  of  roads, 
the  planting  of  trees,  the  growing  of  corn,  the  breeding  of  stock,  the 
beautifying  of  their  homes. 

To  supply  this  motive  for  the  assembling  of  the  people  to  consider, 
or  to  enjoy,  or  to  improve  something  of  common  interest  to  all  the 
people  of  the  community  is  the  purpose  of  the  “ social  center”  move- 
ment in  the  country.  The  programs  outlined  in  this  Hand  Book  may 
be  suggestive  of  how  this  may  be  done. 

However,  something  not  mentioned  in  the  programs  may  have  a 
more  powerful  community  interest  than  any  given  here.  For  example, 
one  teacher  found  upon  coming  into  the  community  that  the  school 
house  was  almost  inaccessible  on  account  of  the  briars,  weeds,  stones 
and  logs  upon  the  school  grounds.  She  did  not  abuse  the  board  of 
education  nor  the  school  trustees  for  allowing  such  conditions  to  exist. 
Bather  she  set  a day  when  the  school  grounds  must  be  cleaned  up. 
The  pupils  and  the  citizens  were  interested  in  this  project.  Some  roll- 
ed and  burnt  the  logs ; others  cut  the  briars  and  weeds ; still  others 
cleared  the  ground  of  stones;  the  ladies  directed  the  cleaning-up  of 
the  interior  of  the  building.  What  better  “social  center5  meeting 
could  possibly  have  been  held  than  this  one?  Everyone  had  helped 
and,  therefore,  had  a personal  interest  in  the  school.  The  teacher’s 
pluck  and  personal  interest  gained  the  confidence  of  the  people.  Her 
success  was  assured  at  the  close  of  that  day. 

SELECTED  REPORTS  AND  STATEMENTS  FROM  TEACHERS 

When  “social  center”  meetings  were  proposed  for  the  country  dis- 
tricts, the  year  1913-14,  some  of  our  rural  teachers  were  eager  to  see 
what  they  could  do.  Others  hesitated,  fearing  it  could  not  be  done  or 
doubting  their  own  ability  to  carry  out  such  work.  About  15  per  cent 
of  the  rural  teachers  undertook  the  work  and  carried  it  out  with  vary- 
ing degrees  of  success.  Near  the  close  of  the  year  I secured  from  the 
county  superintendents  the  names  and  addresses  of  a few  teachers  in 
each  county  and  wrote  these  teachers  asking  for  a report  on  what  they 
had  accomplished.  These  reports  are  very  gratifying  indeed.  Doubt- 


less  the  teachers  themselves  were  surprised  at  the  ready  response  of 
both  parents  and  pupils  to  this  opportunity  to  enjoy  a little  social  and 
intellectual  recreation. 

As  a tribute  to  those  who  undertook  the  “social  center7  work  last 
year  and  as  a suggestion  to  others  who  were  willing,  doubtless,  but  who 
were  afraid  to  undertake  it  lest  they  should  fail,  we  insert  here  some 
excerpts  from  these  personal  reports. 

One  of  the  best  of  these  reports  is  from  Miss  Mabel  Sutherland,  St. 
Albans.  Miss  Sutherland  taught  the  Barnett  school,  a one-room  coun- 
try school  about  two  and  one  half  miles  fronythe  town  of  St.  Albans. 
1 visited  this  school.  It  was  just  about  like  the  other  6,999  ruraL 
schools  in  West  Virginia,  for  the  chief  differences  among  schools  are 
always  to  be  found  in  the  teachers.  I am  going  to  reproduce  here  Miss 
Sutherland's  modest  account  of  one  of  the  programs  at  Barnett  School. 

“The  program  was  called  Tndian  Night.’ 

1,  Song. — ‘My  Old  Kentucky  Home.’ 

2f  Devotional  Exercises. 

3.  A Story  of  an  Indian  Girl.  (By  a pupil.) 

4.  Who  are  the  Indians  ? (By  a citizen.) 

5..  ‘Indians.’  (By  the  district  supervisor.) 

6.  Hiawatha  Dramatized.  (By  15  pupils.) 

7.  1 Song. — ‘America.’ 

“Ii*  the  play,  Hiawatha,  I told  the  boys  that  this  was  their  program. 
I do  not  think  I ever  saw  children  enjoy  anything  so  much  as  in  pre- 
paring for  this  play.  The  boys  brought  in  two  white  oak  ‘trees’  that 
would  just  stand  upright  in  the  house.  These  they  placed  on  either 
side  of  the  stage.  They  built  a wigwam  of  poles  covered  with  coffee 
sacks.  On  Ihe  floor  they  spread  branches  of  pine. 

“The  girls  dressed  a large  doll  as  an  Indian  baby,  strapped  it  to  a 
board  and  tied  it  to  one  of  the  trees.  They  used  this  in  the  first  scene 
to  represent  Hiawatha’s  baby-hood. 

“The  ‘chiefs’  wore  plaid  blankets  and  caps  made  from  paper  sacks, 
trimmed  with  turkey  feathers.  The  other  boys  wore  suits  made  of 
coffee  sacks  trimmed  with  bright  fringe.  All  wore  caps  trimmed  with 
feathers. 

“Some  of  the  girls  trimmed  brown  dresses  with  bright  fringe.  One 
wore  a black  skirt  and  red  sweater  trimmed  with  red  fringe.  One 
wore  a loose  white  dress  trimmed  with  bright  cloth.  All  wore  their 


10 


hair  braided  and  trimmed  with  feathers.  And  each  wore  several 
strands  of  beads,  some  of  these  made  of  red  crepe  paper.  They  painted 
their  faces  with  damp  crepe  paper  and  powdered  this  with  browned 
floor.  This  made  them  have  a complexion  like  an  Indian. 

‘'The  boys  had  three  Indian  songs  and  two  Indian  dances,  in  which 
they  sang  and  danced  well. 

“There  were  about  eighty- five  persons  present,  almost  all  of  the 
parents.  Some  of  the  parents  said,  ‘We  are  surprised  that  the  children 
could  do  so  well/  ” 

We  wish  it  were  possible  to  reproduce  a great  many  reports  of  the 
good  work  of  the  “social  center”  last  year,  for  we  are  conscious  of  the 
fact  that  other  reports  are  fully  as  worthy  of  especial  attention.  We 
select  this  report  mainly  for  the  reason  that  it  shows  what  may  be 
done  if  the  teacher  exercises  proper  initiative  in  drawing  upon  ma- 
terials right  in  the  neighborhood.  Miss  Sutherland  did  not  put  any  one 
to  the  expense  of  buying  Indian  costumes.  There  were  plenty  of 
coffee  sacks  and  turkey  feathers  right  there  in  the  neighborhood. 
These  were  used  and  to  better  advantage  than  anything  that  could 
have  been  purchased  in  towns. 

We  give  very  brief  quotations  from  two  other  reports  to  indicate  the 
variety  of  the  work  done.  One  teacher  reports  as  follows : 

“We  had  in  the  early  fall  a meeting  that  we  called  ‘ a dinner  at 
home.*  This  occupied  one  afternoon.  The  pupils  sent  special  invi- 
tations to  parents  and  friends.  Each  girl  and  boy  brought  a basket 
' of  food  that  they  had  cooked.  Some  of  the  boys  just  popped  corn. 
The  first  object  was  to  create  a.  desire  to  excel.  The  second  object,  to 
teach  table  etiquette.  Third,  to  teach  cooking.  This  meeting  was 
considered  a success  and  almost  every  person  in  the  community  was 
present.  Since  that  time  there  has  hardly  been  a day  but  some  pupil 
has  brought  something  new  that  she  had  cooked  for  me  to  test.” 

And  another: 

“Among  other  meetings  the  school  gave  an  entertainment,  a pie 
social,  for  the  benefit  of  a sick  person  in  the  community.  Aside  from 
church  gatherings  these  meetings  have  been  the  only  social  gatherings 
of  any  kind  in  the  community.  They  have  been  eagerly  looked  for- 
ward to  by  the  children.  I was  afraid  at  first  to  try  to  have  anything 
going  on  at  night.  Now  everything  goes  on  nicely.” 

Now  just  a few  statements  as  to  results: 

“I  can  accomplish  much  more  this  year  than  I did  three  years 
ago  when  I taught  the  same  school.  The  people  are  much  more  friendly 


11 


and  sociable  towards  one  another.  We  had  a peanut  social  at  which 
we  raised  $13.85  with  which  we  purchased  four  neat,  framed  pictures 
for  the  walls,  a dictionary,  a dictionary  stand,  and  eight  books  for  the 
library.” 

“I  think  the  social  center  meetings  caused  the  parents  and  residents 
of  the  community  to  realize  that  the  school  is  not  merely  a place  for 
the  children  to  go  five  days  out  of  the  week,  simply  to  do  formal  recit- 
ing of  a certain  number  of  lessons.  Ihese  meetings  have  brought 
much  local  talent  before  the  public  which  incites  great  interest.” 

“The  children  by  attending  these  meetings  did  better  work  in  school 
and  the  parents  took  greater  interest  in  the  improvement  of  the 
schools.” 

“These  meetings  have  aroused  a sentiment  for  better  school  build- 
ings which  are  much  needed.” 

“I  visited  all  the  parents  as  soon  as  possible,  organized  two  literary 
societies,  and  gave  out  that  we  wished  to  have  a box  supper.  Instead 
of  the  usual  box  supper  it  was  more  like  a church  festival.  We  realiz- 
ed $40.95,  with  which  we  purchased  seventy-nine  books,  two  dozen 
drinking  cups,  a globe  and  five  pictures.  The  boys  made  a cabinet  for 
the  drinking  cups  and  framed  the  pictures.  I attribute  my  success 
to  the  visiting  and  to  these  meetings.” 

“Our  average  attendance  was  44.  Heretofore,  they  tell  me  it  was 
only  15  or  20.  Four  young  men  and  women  who  had  been  out  of 
school  three  or  four  years  attended  regularly  and  did  excellent  work. 
The  people  are  petitioning  the  board  to  build  them  a two- room  build- 
ing for  next  year  and  employ  two  teachers.  Twenty-four  children  got 
Perfect  and  Faithful  Attendance  Certificates.” 

“My  success  this  winter  is  due  largely  to  these  meetings.  I never 
taught  a school  before  where  I was  able  to  hold  interest  till  the  last 
day.  Interest  did  not  prevail  among  teacher  and  pupils  alone 
but  reached  the  entire  sub-district.  One  patron  remarked  on 
the  last  day  of  school  that  it  was  the  only  school  he  had  ever  become 
interested  in.” 


12 


GENERAL  SUGGESTIONS. 


1.  Personal  Work. 

The  success  of  these  community  meetings  will  depend  very  largely 
upon  the  personal  work  of  the  teacher,  and  nothing  will  count  for  so 
much  as  the  teacher’s  personal  acquaintance  with  the  patrons  of  the 
school.  If  the  people  know  the  teacher  personally,  and  have  confidence 
in  her,  they  will  gladly  respond  to  her  leadership. 

2.  Advertise. 


The  pupils  themselves  are  the  best  advertisers  if  properly  directed 
and  encouraged.  The  county  papers  can  usually  be  utilized  to  ad- 
vertise the  program.  A few  notices  should  be  posted  in  conspicuous 
places. 

3.  Begin  planning  at  tlce  opening  of  the  session. 

The  first  week  of  the  school  term  is  the  best  time  to  begin  the  work. 
The  first  meeting  should  be  held  not  later  than  at  the  end  of  the  first 
two  weeks. 

4.  Make  the  first  meeting  a good  one. 

If  the  first  meeting  is  a failure  it  will  be  difficult  to  get  the  people 
out  next  time.  The  people  will  get  a lasting  impression,  whether 
favorable  or  unfavorable,  of  the  first  meeting. 

5.  Make  each  meeting  worth  while. 

If  there  is  to  be  an  entertainment,  the  program  must  entertain. 
If  it  is  an  instructive  program,  there  must  be  something  that  the 
people  can  take  away  with  them.  Make  the  program  such  that  the 
people  will  feel  that  they  have  been  repaid  for  their  coming. 

6.  See  that  the  meeting  begins  on  time. 

Do  not  bore  those  who  come  on  time  by  delaying  the  beginning  of 
the  program  until  late  comers  arrive.  After  the  first  meeting  the 


13 


people  will  be  on  time  if  it  is  understood  that  the  program  will  begin 
at  the  hour  set. 

7.  Organization. 

Do  not  kill  the  “ social  center”  with  a stiff,  formal  organization. 
Constitution  and  by-laws  are  unnecessary.  The  citizens  must  have 
prominent  parts  both  in  the  organization  and  on  the  programs.  It  is 
suggested  that  a citizen  be  made  chairman.  Barely  should  the  teacher 
fill  this  office.  But  the  teacher  should  be  behind  all  that  is  done.  She 
should  be  the  guiding  spirit.  She  can  so  direct  the  organization  that 
a capable  presiding  officer  will  be  chosen,  or  that  the#most  suitable 
persons  will  appear  on  the  programs.  She  must  be  the  leader  through 
others.  A skillful  teacher  can  do  this. 

8.  Have  one  or  more  citizens  placed  on  most  of  the  programs. 

Such  recognition  of  the  patrons  will  not  only  add  strength  to  the 
program  but  will  also  avoid  the  appearance  of  its  being  merely  a school 
affair. 

9.  Have  regard  for  other  community  activities. 

From  fifteen  to  twenty  of  these  community  meetings  should  bo 
held  within  the  term.  It  is  suggested  that  as  many  of  them  as  possible 
should  be  held  during  the  fall  months  so  that  when  there  is  a religious 
revival  or  other  meeting  in  the  community  these  meetings  at  the  school 
houses  may  go  over  until  another  time.  These  meetings  may  be  held 
weekly  for  two  or  three  of  the  first  months  of  the  year.  The  teacher 
must  be  governed  by  the  local  conditions. 

fO.  The  <e Spelling  Bee.” 

There  is  general  criticism  of  our  present  method  of  teaching  spell- 
ing and  at  the  same  time  there  is  a general  demand  for  the  old- 
fashioned  spelling  bee.  At  least  four  or  five  of  the  proposed  meetings 
should  be  these  old  time  spelling  bees. 

11.  Do  not  scold  the  people  for  not  coming. 

People  can  be  led  to  do  anything.  They  can  be  driven  to  do 
nothing.  If  they  do  not  come  to  any  given  program  see  them  mean- 


14 


while,  say  you  missed  them  and  invite  them  to  come  to  the  next 
program. 

12.  Music. 

Organize  the  school  into  a chorus  and  select  a choir,  or  a glee  club, 
or  organize  a band  or  orchestra — there  are  some  musicians  in  almost 
every  neighborhood.  Seek  out  these  and  use  them  for  all  they  are 
worth.  Perhaps  some  one  plays  a violin  or  other  musical  instrument. 
Or  it  may  be  that  either  the  teacher  or  some  one  else  can  organize  an 
old-fashioned  singing  school.  This  in  itself  would  be  a “social 
center.”  # 

13.  Bulletins  and  other  helps. 

Teachers  are  urged  to  make  these  programs  as  educative  and  help- 
ful as  possible  by  securing  free  bulletins  from  the  U.  S.  Department 
of  Agriculture  and  the  U.  S.  Bureau  of  Education,  Washington,  D. 
C.,  and  also  from  the  State  College  of  Agriculture,  Morgantown,  W. 
Va.,  and  the  Department  of  Schools,  Charleston,  W.  Ya.  A wealth 
of  information  can  be  had  for  the  asking.  Certain  references  are 
made  to  these  documents  under  the  suggestive  programs.  If  you  have 
further  questions 'as  to  this  source  material,  write  to  the  Department 
of  Schools  or  the  College  of  Agriculture  making  your  wants  known. 

14.  When  you  succeed  in  making  one  of  these  programs  especially 
worth  while,  do  not  be  too  modest  to  write  the  State  Superintendent 
or  the  State  Supervisor  of  Kural  Schools  telling  what  you  did  and 
how  you  did  it.  This  information  can  be  handed  around  to  be  an  in- 
spiration and  help  to  others. 

15.  Use  pictures,  post  cards,  photographs  and  such  other  illus- 
trative materials  as  can  be  found  to  make  these  programs  interesting 
and  instructive.  Illustrative  pictures  may  be  found  in  newspapers 
and  magazines,  or  borrowed  from  the  homes. 

• SUGGESTED  PROGRAMS. 

The  programs  submitted  here  are  merely  suggestive.  Teachers  are 
expected  to  use  such  of  these  outlines  as  will  best  meet  local  needs,  or 
to  prepare  programs  independently  of  these. 

The  programs  fall  naturally  into  three  classes : Special-Day  Pro- 
grams, Farm  Programs  and  Miscellaneous  Programs.  The  dates  are 


15 


given  for  the  Special-Day  Programs.  The  others  will  be  given  at  such 
times  as  the  teacher  or  the  committee  think  best.  Below  most  of  the 
programs  a few  references  are  given. 

All  the  bulletins  and  circulars  of  the  West  Virginia  College  of 
Agriculture  are  free  for  the  asking.  Some  of  the  bulletins  of  the  U.  S. 
Department  of  Agriculture  are  listed  at  from  5 to  20  cents.  Write 
for  the  following: 

List  of  Bulletins  of  the  West  Virginia  College  of  Agriculture,  Mor- 
gantown, W.  Va. ; list  of  Bulletins  of  the  U.  S.  Bureau  of  Education, 
Washington,  D.  C.,  and  for  Bulletin  No.  558,  Teaching  Material  in 
Government  Publications,  U.  S.  Bureau  of  Education,  Washington, 
D.  C.  The  latter  will  be  especially  helpful  to  teachers  in  finding 
material  for  these  programs.  Some  of  the  State  Departments  of 
Education  of  other  states  have  issued  some  very  valuable  bulletins 
and  documents  that  can  be  obtained  free. 


Section"  I. 


SPECIAL  DAY  PROGRAMS. 

Page 

Program  Number  One  17 

Columbus  Day. 

Program  Number  Two 18 

Rural  School  Day. 

Program  Number  Three 20 

Hallowe’en  Social. 

Program  Number  Four  21 

Library  Day. 

Program  Number  Five 22 

Christmas. 

Program  Number  Six  23 

Lincoln’s  Birthday. 

Program  Number  Seven  24 

Washington’s  Birthday. 

Program  Number  Eight  25 

Arbor  and  Bird  Day. 

Program  Number  Nine  26 

Peace  Day. 


SOCIAL  LEAGUE 

Littleton,  West  Virginia.  Suggestive  for  any  Community. 


UBRMW 


17 


PROGRAM  NUMBER  ONE. 

COLUMBUS  DAY. 

October  12. 

Suggestions: 

1.  Columbus  Day,  October  12th,  is  a legal  holiday,  with  the  pro- 
viso that  “schools  shall  remain  in  session  and  hold  appropriate  cere- 
monies in  honor  of  Christopher  Columbus.”  It  is  suggested  that  the 
forenoon  be  given  to  regular  school  work  but  that  the  citizens  be  in- 
vited to  be  present  for  the  afternoon  session  for  an  appropriate  pro- 
gram to  be  rendered  by  the  pupils. 

2.  Preparations  for  this  program  should  be  begun  at  least  a month 
before  the  date  of  the  program,  so  that  the  children  may  have  oppor- 
tunity to  read  and  acquaint  themselves  with  the  history  of  Columbus’’ 
great  discovery. 

The.  Program: 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  Early  life  of  Columbus. 

4.  Columbus’  theory  of  the  earth  as  a sphere. 

5.  What  Columbus  was  really  trying  to  do. 

6.  World  geography  in  Columbus’  time.  (A  map  or  globe  should 

be  used  for  demonstration.) 

7.  Difficulties  that  Columbus  had  in  raising  money  to  make  his 

voyage. 

8.  Song — Red,  White  and  Blue. 

9.  The  voyages  of  Columbus. 

1 0.  America  before  the  discovery  by  Columbus. 

11.  Subsequent  discoveries. 

12.  Results  to  the  world  of  Columbus’  discovery. 

13.  Song. 

References: 

Irving’s  Life  and  Voyages  of  Christopher  Columbus.  See  also  en- 
cyclopedia. and  texts  on  U.  S.  History. 

Shaw : Discoverers  and  Explorers.  American  Book  Company,  Cin- 
cinnati. 

McMurray : Pioneers  on  Land  and  Sea.  MacMillan  Company, 
Yew  York.  , S 


I 


18 


PROGRAM  NUMBER  TWO. 


RURAL  SCHOOL  DAY. 
October  23. 


Suggestions: 

1.  Let  this  be  the  banner  program  of  the  year.  Use  every  possible 
means  to  get  the  citizens  out  to  this  meeting. 

2.  Make  this  program  a genuine  Rural  School  Rally.  Get  out 
the  band  if  there  is  one  in  the  country. 

3.  If  possible  arrange  for  a joint  program  of  two  or  more  nearby 
schools.  Let  it  be  an  all-day  picnic,  every  family  bringing  a basket. 
Have  a “spread”  for  the  whole  crowd. 

4.  Have  a good  speaker  for  the  occasion  if  possible. 

5.  See  that  the  needs  of  the  rural  school  are  discussed  and  try  to 
secure  popular  approval  of  some  progressive  school  policies. 

6.  This  program  will  take  the  place  of  Clean-up  and  Beautify  Day 
this  year.  But  the  Clean-up  and  Beautify  feature  should  be  made 
prominent  on  the  program. 

7.  If  possible  get  some  pictures  of  the  crowd  and  send  one  of 
these  with  a brief  account  of  the  day’s  rally  to  the  State  Supervisor 
of  Rural  Schools,  Charleston,  W.  Ya. 


The  Program: 


1.  Song. — America. 

2.  Devotional  exercises.  By  a local  minister. 

3.  Give  the  country  child  an  equal  chance  with  the  city  child. 

4.  Needs  of  the  country  school. 

5.  Why  do  the  country  children  drop  out  of  school  at  their  first 

opportunity  ? 

6.  How  much  of  the  teacher’s  time  does  the  child  of  six  get  each 

day? 

7.  Song. — West  Virginia  Hills. 

8.  “Parents  don’t  visit  the  school.”  Why? 

9.  Why  do  the  children  want  to  leave  the  farm  to  go  to  the  city? 

10.  Why  teach  agriculture  in  the  country  schools. 

11.  What  should  we  do  to  improve  our  school? 

12.  Song. 


References: 

State  Superintendent’s  Biennial  Reports. 

Bulletins  of  the  State  Department  of  Schools,  Charleston,  W.  Va., 
as  follows:  Bulletins  No.  2 and  6 on  District  Supervision;  “Pacts 
and  Fallacies”  about  Consolidation  of  Schools;  Report  of  State  Super- 
visor of  High  Schools;  Special  Report  on  Agriculture  by  State  Board 
of  Regents. 

Report  of  U.  S.  Commissioner  of  Education,  Washington,  D.  C., 
Chapter  VIII,  Vol.  I,  1913. 

Cubberley : Rural  Life  and  Education — Houghton,  Mifflin  Co., 
New  York. 

See  Bibliography  on  last  pages  of  this  Hand  Book. 

Illustrative  pictures,  photographs  and  post  cards. 


PROGRAM  NUMBER  THREE. 


HALLOWE'EN7  SOCIAL. 
October  31. 


Suggestions: 

1.  In  many  rural  districts  the  traditions  of  hallowe’en  are  not 
very  well  known  and  have  not  entered  into  the  lives  of  the  people.  To 
this  extent  this  program  may  be  made  informational. 

2.  The  children  should  understand  thoroughly  what  parts  they 
are  to  take. 

3.  Make  the  program  conform  to  the  spirit  of  the  occasion.  A 
stiff,  formal  observance  of  rules  and  regulations  ordinarily  observed 
will  make  the  program  a failure. 

4.  The  children  will  enjoy  the  jack-o-lantern  feature. 

5.  The  social  feature  should  be  made  prominent. 

The  Program: 

To  be  arranged  by  the  committee. 

References : 

See  any  encyclopedia  for  information  and  consult  such  books  as  are 
available. 

Appropriate  readings : Riley’s  “When  the  Frost  is  on  the  Pump- 
kin”; Irving’s  “Legend  of  Sleepy  Hollow”;  Jackson's  “October’s 
Bright  Blue  Weather.” 

See  El  son  Readers  for  other  appropriate  stories  and  poems. 


21 


PROGRAM  NUMBER  FOUR. 

LIBRARY  DAY. 
December  4. 


Suggestions: 

1.  The  State  Superintendent  has  designated  December  4th  as 
Library  Day  and  has  issued  a library  day  annual  containing  a pro- 
gram and  suggestions.  These  programs  are  for  distribution  to 
teachers  on  request.  It  is  suggested  here  that  this  program  would 
perhaps  result  in  raising  more  funds  for  the  school  library  if  it  be 
made  one  of  the  regular  community  programs  and  be  given  in  the 
evening. 

2.  The  purpose  of  this  program  should  be  the  raising  of  funds 
for  the  school  library. 

3.  Use  some  such  device  as  the  box  supper,  the  pie  social  or  a 
fudge  sale. 

4.  It  may  be  well  to  appoint  a committee  of  several  pupils  to  see 
the  citizens  beforehand  and  solicit  personal  subscriptions  for  the 
school  library.  The  report  of  the  amount  of  funds  raised  in  this  way 
should  be  made  public  at  this  meeting.  It  would,  be  well  to  appoint 
a committee  of  citizens  to  audit  the  receipts  and  care  for  the  funds 
until  a purchase  of  books  is  made.  The  teacher  should  perhaps  be 
chairman  of  this  committee. 

The  Program: 

See  Library  Day  Annual  issued  by  the  State  Superintendent. 


22 


PROGRAM  NUMBER  FIVE. 

CHRISTMAS. 


December  25. 


Suggestions: 

1.  Doubtless  the  program  should  consist  largely  of  appropriate 
select  readings  and  declamations. 

2.  Make  the  program  such  as  will  impress  the  children  with  the 
real  spirit  of  the  Christmas  giving  and  festivities. 

3.  If  the  teacher  cares  to  follow  the  old  custom  of  “treating”  the 
children,  this  program  will  be  the  proper  occasion  for  the  “treat.” 

4.  This  program  should  be  made  the  occasion  of  proper  merry- 
making among  children  and  parents. 

5.  The  Christmas  tree  with  a Santa  Claus  is  still  a good  thing  for 
children. 

The  Program: 

1.  Song. — All  Hail  the  Power. 

2.  What  the  birth  of  Christ  has  meant  to  the  world.  By  a local 

minister. 

3.  Select  reading.  By  a pupil. 

4.  The  origin  of  Christmas. 

5.  Declamation.  By  a pupil.  . 

6.  Song. — Come,  Thou  Almighty  King. 

7.  Christmas  in  other  countries.  By  the  teacher. 

8.  Select  reading.  By  a pupil. 

9.  The  meaning  of  Christmas  giving. 

10.  Ringing  of  Santa  Claus’  sleigh  bells. 

References: 

Consult  any  encyclopedia  and  such  other  books  as  are  available. 
Mabie:  The  Book  of  Christmas.  Macmillan  Co.,  New  York. 
Dickens:  Christmas  Stories.  American  Book  Co.,  Cincinnati. 
Moore:  The  Night  Before  Christmas. 

Read  Bible  Story  of  Christmas.  St.  Luke,  Chapter  II,  verses  6-20. 
Illustrate  with  any  pictures  available  in  the  school  or  the  com- 
munity. 


23 


PROGRAM  NUMBER  SIX. 

LINCOLN’S  BIRTHDAY. 

February  12. 

Suggestions: 

1.  Lincoln’s  Birthday  is  a legal  holiday,  with  the  proviso  that 
“schools  shall  remain  in  session  and  hold  appropriate  ceremonies  in 
honor  of  Abraham  Lincoln.”  It  is  suggested  that  upon  that  day  the 
regular  classes  recite  in  the  forenoon,  but  that  in  the  afternoon  the 
citizens  be  invited  to  be  present  for  a program  rendered  by  the 
children. 

2.  All  reference  to  politics  or  partisanship  should  be  strictly 
avoided. 

The  Program: 

1.  Song,  led  by  school  choir, — America. 

2.  Devotional  exercises. 

3.  Lincoln’s  school  days. 

4.  Lincoln  and  the  pig. 

5.  Lincoln  the  rail-splitter. 

6.  Lincoln  as  president. 

7.  Song. — Star  Spangled  Banner. 

8.  Lincoln’s  Gettysburg  speech,  read  by  a pupil. 

9.  Lincoln  the  statesman. 

10.  Lowell’s  Ode  to  Lincoln,  recited  by  a pupil. 

11.  Whitman’s  0 Captain,  My  Captain,  recited  by  a pupil. 

12.  Song. — Columbia  the  Gem  of  the  Ocean. 

References: 

Consult  texts  on  history  and  literature  and  such  other  books 
as  are  available. 

Baldwin : Life  of  Abraham  Lincoln.  American  Book  Company, 
Cincinnati. 

Chase : Boyhood  of  Famous  Americans.  Educational  Publishing 
Co.,  Columbus,  Ohio. 

Pictures,  photographs  and  post  cards. 


24 


j PROGRAM  NUMBER  SEVEN.  : 

WASHINGTONS  BIRTHDAY.  J 

February  22. 

'Suggestions : 

1.  This  program  should  be  the  occasion  of  a patriotic  meeting. 

2.  Pupils  taking  part  in  this  program  should  draw  upon  their 
work  in  history  for  material. 

3.  If  possible  the  room  should  be  decorated  with  American  flags. 

4.  The  personal  character  and  integrity  of  General  Washington 
should  be  emphasized. 

5.  There^are  a great  many  appropriate  selections  from  literature 
which  can  be  read  or  recited. 

The  Program: 

,1.  Song. — America. 

2.  The  incident  of  the  “'Cherry  Tree”  as  an  example  to  young 

Americans.  By  a citizen. 

3.  Washington  and  his  times. 

4.  Washington  in  West  Virginia. 

5.  Washington  the  brave  warrior. 

6.  Song. — The  Star  Spangled  Banner. 

7.  Washington  as  a farmer. 

8.-10.  To  be  arranged  by  the  local  committee. 

11.  Song. 

References : 

See  references  on  Lincoln’s  Birthday  Program. 

Address  Department  of  Education,  Raleigh,  N.  C.,  and  Denver, 
Col.,  for  special  programs  for  this  occasion. 

Consult  any  “'Life  of  Washington.”  See  texts  on  U.  S.  history 
and  literature. 

Guerber : Story  of  the  Thirteen  Colonies,  American  Book  Com- 
pany, Cincinnati. 

Washington’s  Rule  of  Conduct,  etc.  Houghton  Mifflin  Co.,  New 
York. 

Illustrative  pictures,  etc. 


HISTORIC  TABLEAU. 


LIBRARY 


25 


PROGRAM  NUMBER  EIGHT. 

SPBING  ABBOB  AND  BIBD  DAY. 
March  26. 


Suggestions: 

1.  The  date  for  this  program  is  set  by  the  State  Superintendent 
for  March  26.  It  may  well  be  used  for  one  of  the  community  meet- 
ings. 

2.  There  may  be  a single  meeting  for  both  the  Arbor  and  Bird 
t)ay  Programs  or  two  meetings  may  be  held,  one  for  each  program. 

3.  The  State  Superintendent  issues  annually  an  Arbor  and  Bird 
Day  manual  which  is  furnished  free  to  teachers.  In  this  manual  are 
programs,  appropriate  selections,  suggestions  and  other  helps  which 
together  make  it  easy  for  the  teacher  to  arrange  for  these  programs. 

4.  Make  the  program  as  practical  as  possible.  Some  trees  should 
actually  be  planted.  Little  good  will  result  from  merely  reading  or 
talking  about  planting  trees  on  the  school  grounds. 

5.  Try  to  interest  those  present  in  a general  plan  for  planting 
trees  at  the  homes  and  along  the  country  roads. 

6.  Make  the  program  such  as  will  give  both  pupils  and  parents 
a better  appreciation  of  the  birds  of  their  community.  Give  some 
consideration  to  the  commercial  value  of  birds  from  the  standpoint 
of  their  saving  crops  by  destroying  insect  pests. 

The  Program : 

(See  programs  in  Arbor  and  Bird  Day  manual  prepared  by  the 
State  Superintendent.) 

References: 

The  following  farmers’  bulletins  may  be  obtained  from  the  U.  S. 
Department  of  Agriculture,  Washington,  D.  C. : 

No.  185,  Beautifying  the  Home  Grounds. 

No.  154,  The  Home  Fruit  Garden. 


PROGRAM  NUMBER  NINE. 


PEACE  DAY. 
May  18. 


Suggestions : 

1.  The  State  Superintendent  has  issued  a peace  day  manual  con- 
taining a suggested  program  with  proper  selections  for  this  occasion. 
Copies  of  this  peace  day  manual  can  be  had  upon  request. 

2.  This  program  may  count  as  one  of  the  proposed  community 
meetings. 

3.  It  will  add  interest  to  the  program  if  one  or  more  war  veterans 
are  asked  to  contribute  personal  experience  or  give  an  address  upon 
the  destruction  by  war. 

4.  Pupils  taking  part  in  this  program  may  draw  upon  their  work 
in  history  in  the  regular  classes. 

The  Program: 

See  Peace  Day  Manual,  prepared  by  the  State  Superintendent. 


Section  II. 


FARM  PROGRAMS. 

Page 

Program  Xumber  Ten  28 

Farmers5  Evening. 

Program  Xumber  Eleven  29 

Alfalfa  Evening. 

Program  Xumber  Twelve  30 

Apple  Evening. 

Program  Xumber  Thirteen  31 

Poultry  Evening. 

Program  Xumber  Fourteen 32 

Corn  Evening. 

Program  Xumber  Fifteen  33 

Dairy  Evening. 

Program  Xumber  Sixteen  34 

Farm  Problems. 

Program  Xumber  Seventeen  35 

Good  Roads  Evening. 

Program  Xumber  Eighteen 37 

Rural  Health  Evening. 

! Program  Xumber  Xineteen 38 

Country  Life  Evening. 


28 


PROGRAM  NUMBER  TEN. 

FARMERS’  EVENING. 


Suggestions: 

1.  Both  citizens  and  pupils  should  take  part  in  this  program. 

2.  Make  the  program  as  practical  as  possible. 

The  Program: 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  Improved  farm  machinery  as  labor  savers  (by  a citizen). 

4.  Boys’  and  Girls’  Corn  Club  (by  a pupil). 

5.  Improved  live  stock  (by  a citizen). 

6.  How  to  increase  the  average  yield  of  corn  (by  a citizen). 

7.  Song. 

8.  How  to  make  farm  life  happier  for  farm  women  (by  a farm- 

er’s wife). 

9.  How  to  spend  the  leisure  hours  (by  a citizen). 

10.  Rural  telephone,  rural  mail  delivery  and  the  parcel  post  (by 

a pupil) . 

11.  The  rural  school  and  the  farm  (by  a citizen). 

12.  Song. 

References : 

West  Virginia  College  of  Agriculture,  Morgantown,  W.  Va. : 
Bulletin  No.  144,  Agricultural  Production  in  W.  Va. 

Butterfield:  Chapters  in  Rural  Progress,  University  of  Chicago 
Press,  Chicago,  111. 

Bailey:  The  State  and  the  Farmer,  The  Macmillan  Co.,  New  York. 
Bailey:  The  Training  of  Farmers,  The  Century  Co.,  New  York. 
Butterfield:  The  Country  Church  and  the  Rural  Problem,  Uni- 
versity of  Chicago  Press,  Chicago,  111. 


29 


PROGRAM  NUMBER  ELEVEN. 

ALFALFA  EVENING. 


Suggestions : 


1.  Secure  a person  who  has  raised  alfalfa  to  act  as  leader. 

2.  Supply  different  persons  with  literature  bearing  upon  alfalfa 
cultivation  and  ask  them  to  report. 


The  Program: 


1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  History  of  alfalfa  (by  a pupil). 

4.  What  alfalfa  does  for  the  soil  and  how  (by  a citizen). 

5.  Kind  of  land  necessary. 

6.  Application  of  lime. 

7.  Song. 

8.  Inoculation  of  the  soil. 

9.  Time  to  seed  and  how. 

10.  Methods  of  cultivating  alfalfa. 

11.  Alfalfa  as  a hay. 

12.  West  Virginia  as  an  alfalfa  state. 

13.  Song. 

References : 

Bulletin  Xo.  4,  W.  Va.  College  of  Agriculture,  Morgantown,  W.  Va. 
Cotton  Belt,  by  Alfored,  International  Harvester  Co.,  Chicago,  111. 


30 


PROGRAM  NUMBER  TWELVE. 

APPLE  EVENING. 


Suggestions : 

1.  This  program  should  be  given  in  “apple  time.”  Have  some  of 
the  best  apple  products  of  the  community  for  distribution. 

2.  In  apple  growing  communities  it  would  be  well  to  have  an  ap- 
ple exhibit. 

3.  Emphasize  the  fact  that  West  Virginia  has  great  possibilities 
for  apple  growing. 

The  Program: 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  West  Virginia  an  apple  state,  on  account  of  soil  and  nearness 

to  eastern  markets. 

4.  Best  varieties  for  this  state. 

5.  Transplanting  of  trees. 

6.  Pruning  the  young  trees. 

7.  Song. 

8.  Pruning  an  old  orchard. 

9.  Diseases  and  their  remedies. 

10.  Picking  apples. 

11.  Packing  apples. 

12.  Marketing  apples. 

13.  Song. 

References : 

W.  Va.  College  of  Agriculture,  Morgantown,  W.  Va. : 

Bulletin  Vo.  136,  The  Apple  Orchard  from  Planting  to  Bear- 
ing age. 

Bulletin  Vo.  139,  Packing  Apples  and  Peaches. 

Bulletin  Vo.  141,  The  Rejuvenation  of  Old  Orchards. 

U.  S.  Department  of  Agriculture,  Washington  D.  C. ; * 

Circular  Vo.  7,  Orchard  Spraying. 

Farmers’  Bulletin  Vo.  291,  Evaporation  of  Apples. 

Moore’s  Practical  Orcharding  on  Rough  Lands,  $1.50,  S.  W. 
Moore,  Gallipoli s Ferry,  W.  Va. 


31 


PROGRAM  NUMBER  THIRTEEN. 

POULTRY  EVENING. 


Suggestions: 

1.  Organize  a poultry  club  among  your  boys  and  girls. 

2.  Find  out  who  among  the  citizens  are  particularly  interested  in 
poultry  raising  and  interest  them  in  this  program. 

3.  It  may  be  possible  to  arrange  for  a “poultry  show.” 

The  Program: 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  West  Virginia  as  a poultry  state. 

4.  Are  we  keeping  enough  fowls? 

5.  The  kind  of  fowls  to  keep. 

6.  Co-operative  marketing  of  eggs. 

7.  Song. 

8.  Poultry  buildings. 

9.  Poultry  feeding. 

10.  Raising  chickens  artificially. 

11.  Feeding  young  chicks. 

12.  Poultry  diseases  , and  remedies. 

13.  Song. 

References : 

Bulletins  of  the  College  of  Agriculture,  Morgantown,  W.  Va. : 

No.  88,  Poultry  Experiments. 

No.  135,  W.  Va.  as  a Poultry  State. 

No.  9,  Some  Factors  affecting  the  Hatchability  of  Hen  Eggs. 
Bulletins  of  U.  S.  Department  of  Agriculture,  Washington,  D.  C. : 
Farmers’  Bulletin  No.  287,  Poultry  Management. 

Farmers’  Bulletin  No.  51,  Standard  Varieties  of  Chickens. 
Farmers’  Bulletin  No.  528,  Hints  to  Poultry  Raisers: 
Circular  No.  208.  (Animal  Industry  Bureau),  The  Organiza- 
tion of  Girls’  Poultry  Clubs. 

Bulletin  No.  140  (Animal  Industry  Bureau),  Fattening  Poul- 
try. 


32 


PROGRAM  NUMBER  FOURTEEN. 

COEN  EVENING. 


Suggestions : 

1.  If  there  is  not  already  a Boys’  Corn  Club  in  the  community, 
make  this  the  occasion  for  organizing  one  and  then  notify  your  county 
superintendent  of  its  organization. 

2.  Seek  out  the  best  corn  grower  in  the  neighborhood  and  have 
him  tell  how  he  grows  the  best  corn. 

3.  Write  W.  H.  Kendrick,  Morgantown,  W.  Va.,  for  instructions 
and  literature  relative  to  the  Boys’  Corn  Club  work. 


The  Program: 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  West  Virginia  as  a corn  state. 

4.  Soil  required  for  growth  of  corn. 

5.  Varieties  adapted  to  the  state. 

6.  Good  seed  and  how  it  is  obtained. 

7.  Song. 

8.  Cultivation. 

9.  Harvesting. 

10.  Corn  as  a food  for  animals. 

11.  Corn  for  the  silo. 

12.  How  to  improve  varieties  of  corn. 

13.  Song. 


References : 


Bulletins  of  U.  S.  Department  of  Agriculture,  Washington,  D.  C.  r 
Farmers’  Bulletin  No.  253,  The  Germination  of  Seed  Corn. 
Farmers’  Bulletin  No.  414,  Corn  Cultivation. 

Farmers’  Bulletin  No.  313,  Harvesting  and  Storing  Corn. 
Farmers’  Bulletin  No.  415,  Seed  Corn. 

Farmers’  Bulletin  No.  298,  Food  Value  of  Corn  and  Com 
Products. 


THE" CONSOLIDATED  SCHOOL. 

School  wagons  are  sometimes  used  to  bring  parents  and  children  together  for  the 
Social  Center  Programs. 


A FRIDAY  AFTERNOON 
Parents  may  thus  learn  what  the  school  is  doing 


LIBRARY 


33 


PROGRAM  NUMBER  FIFTEEN. 

DAIRY  EVENING. 


Suggestions : 

1.  Try  to  interest  all  who  have  succeeded  in  dairying  and 
have  them  give  their  experiences  in  the  dairy  business. 

2.  It  is  not  essential  that  a farm  be  called  a dairy  farm  before 
there  is  a dairying  business.  The  man  who  has  two  or  three  cows  is  a 
dairyman,  but  on  a small  scale. 

The  Program: 

1.  Song,  led  by  the  school  choir. 

2.  Devotional  exercises. 

3.  Good  points  about  a dairy  cow. 

4.  Care  of  the  cow. 

5.  Feeding  the  cow. 

6.  Pure  bred  vs.  scrub  cowrs. 

7.  Song. 

8.  Some  common  diseases  of  the  cow. 

9.  Why  raise  more  cows  in  West  Virginia? 

10.  Best  breeds  of  dairy  cows. 

11.  Buttermaking  on  the  farm. 

12.  The  advantages  of  a cream  separator. 

13.  Song. 

References: 

Bulletins  of  College  of  Agriculture,  Morgantown,  W.  Va. 

No.  134,  Experiments  in  the  Production  of  Sanitary  Milk. 
Bulletins  of  U.  S.  Department  of  Agriculture,  Washington,  D.  C.. : 
Circular  No.  205  (Animal  Industry  Bureau),  Milk  and  Cheese 
Contests. 

Farmers’  Bulletin  No.  106,  Breeds  of  Dairy  Cattle. 

Farmers’  Bulletin  No.  55,  The  Dairy  Herd;  its  formation  and 
management. 

Bulletin  No.  34  (Animal  Industry  Bureau),  American  breeds 
of  cattle  with  remarks  on  pedigrees. 

Farmers’  Bulletin  No.  241,  Butter-making  on  the  farm. 
Farmers’  Bulletin  No.  413,  The  care  of  milk  and  its  use  in 
the  home. 


34 


PROGRAM  NUMBER  SIXTEEN. 

FARM  PROBLEMS. 


Suggestions : 

It  may  be  well  to  give  one  meeting  over  to  tHe  discussion  of  general 
farm  problems.  The  following  topics  are  given,  from  which  a selec- 
tion may  be  made  to  suit  the  particular  needs  of  the  community. 


SOME  FARM  PROBLEMS. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 
9. 

10. 

11. 


Farm  labor. 

Soil  depletion. 

Noxious  weeds. 

Insect  pests. 

Low  prices. 

Tenancy. 

Better  farming. 

Farming  as  a business. 
Co-operation  among  farmers. 
Marketing  of  crops. 

Truck  farming. 


References : 

Butterfield — Chapters  in  Rural  Progress,  University  of  Chicago 
Press,  Chicago. 

Plunkett — Rural  Life  Problems  in  the  United  States,  Macmillan 
Company,  New  York. 

Carney — Country  Life  and  the  Country  School.  Row,  Peterson  & 
Co.,  Chicago. 


35 


PROGRAM  NUMBER  SEVENTEEN. 

GOOD  ROADS  EVENING. 

“Lift  West  Virginia  Out  of  the  Mud.’7 


Suggestions : 

1.  Try  to  make  the  program  as  practical  as  possible. 

2.  Emphasize  the  losses  to  the  community  that  poor  roads  make 
necessary. 

3.  Make  special  effort  to  get  a large  attendance  at  this  meeting. 

4.  Get  some  expression,  as  by  vote,  of  what  ought  to  be  done  now, 
and  how  to  proceed. 

The  Program : 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  A map  showing  the  public  roads  of  the  neighborhood  (this 

may  be  drawn  on  the  blackboard  by  one  of  the  pupils  be- 
fore the  meeting  begins). 

4.  Inconvenience  of  the  roads  as  they  are  (by  a citizen). 

5.  Are  our  roads  properly  located?  (by  a citizen). 

6.  How  much  does  this  community  lose  yearly  by  not  having 

better  roads?  (by  a pupil). 

7.  Song. 

8.  What  would  it  cost  to  make  our  roads  what  they  should  be? 

Would  it  pay?  (by  a citizen). 

9.  The  best  means  of  improving  our  roads  (by  a citizen). 

10.  When  should  we  begin?  (by  a citizen). 

11.  Song. 


36 


References : 

The  following  farmers’  bulletins  may  be  obtained  by  writing  to 
the  United  States  Department  of  Agriculture,  Washington,  D.  C.: 
No.  95.  Good  Eoads  for  Farmers. 

No.  505.  Benefits  of  Supervised  Roads. 

No.  311.  Sand,  Clay  and  Burnt  Clay  Roads. 

No.  136.  Earth  Roads. 

No.  321.  The  Split-Log  Drag. 

No.  31.  Mileage  and  cost  of  public  roads  in  the  United  States. 
No.  39.  Highway  Bridges  and  Culverts. 

No.  95.  Special  Road  Problems  of  the  U.  S. 

No.  338.  Macadam  Roads. 

Also  write  A.  D.  Williams,  State  Road  Commissioner,  Morgantown, 
W.  Va.,  for  information  about  West  Virginia  Roads. 


37 


PROGRAM  NUMBER  EIGHTEEN. 

BUBAL  HEALTH  EVENING. 

Suggestions : 

1.  This  program  should  be  principally  instructive. 

2.  If  possible  have  a physician  address  the  meeting. 

3.  Have  the  pupils  draw  upon  what  they  have  learned  in  their 
classes  in  health  and  sanitation. 

The  Program : 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises, 

3.  The  house  fly  as  a spreader  of  disease  (by  a pupil). 

4.  Ventilation  of  a bed  room  (by  a pupil). 

5.  Why  we  have  colds  (by  a pupil  or  citizen). 

6.  Song. 

7.  The  greatest  source  of  disease  in  this  community  (an  address 

by  a physician). 

8.  Song. 

References : 

Bulletins  of  the  United  States  Department  of  Agriculture,  Wash- 
ington, D.  C. : 

No.  463.  The  Sanitary  Privy. 

No.  345.  Some  Common  Disinfectants. 

No.  393.  Habitfforming  Agents. 

No.  459.  House  Flies. 

No.  115.  How  Insects  Affect  Health. 

No.  377.  Harmfulness  of  Headache  Mixtures. 

College  of  Agriculture,  Morgantown,  W.  Va. : 

Bulletin  No.  134 — Experiments  in  Producing  Sanitary  Milk. 
Also  the  following : 

Clark:  The  Care  of  the  Home — Whitcomb  and  Barrows,  Boston. 
Ogden : Bural  Hygiene — The  Macmillan  Company,  New  York. 
Hartman  & Bibb : The  Human  Body  and  Its  Enemies — World  Book 
Company,  Yonkers-on-Hudson,  N.  Y. 

Talbot  : House  Sanitation — Whitcomb  & Barrows,  Boston. 

Gulick:  Good  Health — Ginn  & Co.,  Boston. 

Jewett:  The  Body  at  Work — Ginn  & Co.,  Boston. 

See  also  text  on  Health  and  Sanitation. 

Illustrative  pictures,  photographs  and  post  cards. 


38 


PROGRAM  NUMBER  NINETEEN. 

COUNTRY  LIFE  EVENING. 


Suggestions : 

This  program  should  aim  to  do  three  things:  1.  To  show  the  ad- 
vantages of  living  in  the  country ; 2.  To  make  plain  the  fallacies  con- 
nected with  moving  by  wholesale  to  the  city;  3.  To  point  the  way  to 
making  life  in  the  country  profitable  and  at  the  same  time  enjoyable. 

The  Program : 

1.  Song — Swinging  ’Neath  the  Old  Apple  Tree. 

2.  Devotional  exercises. 

3.  The  farmer  his  own  “boss.” 

4.  The  country  the  best  place  for  children  to  grow  strong,  healthy 

and  clean. 

5.  The  beauties  of  the  country. 

6.  Song — There’s  a Good  Time  Coming. 

7.  Pitfalls  of  city  life. 

8.  High  cost  of  living  in  the  city. 

9.  How  to  make  living  in  the  country  enjoyable. 

10.  Improvement  of  the  country  home. 

11.  Installing  labor-saving  machinery  in  the  country  home. 

12.  Good  roads,  good  schools  and  good  churches  as  agencies  to 

make  better  country  life. 

13.  Song. 

References : 

Bulletins  of  the  U.  S.  Department  of  Agriculture,  Washington, 

D.  C.: 

No.  185. — Beautifying  the  Home  Grounds. 

No.  270. — Modern  Conveniences  for  the  Farm  Home. 

No.  494. — Lawn  Soil  and  Lawns. 

No.  195. — Annual  Flowering  Plants. 

No.  463. — The  Sanitary  Privy. 

Warner : Being  a Boy — Houghton  Mifflin  Co.,  New  York. 

Barbe:  Going  to  College — Hinds,  Noble  & Eldredge,  New  York. 
Abbott : A Boy  on  a Farm — American  Book  Co.,  Cincinnati. 

See  also  general  references. 


39 


Section  III. 

MISCELLANEOUS  PROGRAMS. 

Page 

Program  Number  Twenty  40 

Ye  Old  Time  School  Days. 

Program  Number  Twenty-one  42 

Spelling  Bee. 

Program  Number  Twenty-two  43 

Local  History  Evening. 

Program  Number  Twrenty-three  44 

Harvest  Home  Day. 

Program  Number  Twenty-four  45 

Story  Life  of  Great  Men. 

Program  Number  Twenty-five 46 

Travel  Evening. 

Program  Number  Twenty-six  47 

Music  Evening. 

Program  Number  Twenty-seven  48 

Indian  Evening. 

Program  Number  Twenty-eight  49 

Dramatic  Evening. 

Program  Number  IVenty-nine 50 

West  Virginia’s  Natural  Resources. 


40 


PROGRAM  NUMBER  TWENTY. 

YE  OLD  TIME  SCHOOL  DAYS. 


Suggestions : 

1.  Put  on  this  program  as  many  of  the  older  patrons  as  can  be 
interested  in  taking  parts.  This  program  is  primarily  an  old  folks’ 
program.  If  the  children  take  parts  their  parts  should  be  of  the  na- 
ture of  papers  dealing  with  early  life  in  this  state,  written  upon  such 
information  as  they  can  get  from  the  text  book  in  state  history  and 
from  local  histories  or  records. 

2.  The  teacher  should  take  great  pains  to  see  personally  as  many 
of  the  older  patrons  of  the  community  as  possible  and  find  out  before- 
hand what  parts  they  would  prefer  to  take. 

3.  Advertise  the  program  well.  If  possible,  phone  those  who  are 
to  take  parts  on  the  program  a day  or  two  before  the  meeting,  thus 
following  up  personal  or  written  invitations. 

4.  Extend  to  the  patrons  present  every  possible  courtesy. 

5.  Be  sure  to  arrange  for  some  well  known  songs.  Organize  the 
school  into  a chorus  and  have  them  practice  the  songs  a week  or  so  be- 
fore the  meeting. 


The  Program : 


1. 

Song,  led  by  school  choir. 

2. 

Devotional  exercises. 

3. 

The  old  school  house. 

4. 

Before  the  time  of  coal  and 

gas. 

5. 

“Birch  Tea.” 

6. 

My  teacher. 

7. 

Song : The  School  House  on 

the  Hill. 

8. 

The  days  of  jeans,  linsey  and  boots. 

9. 

Plays  and  games. 

10. 

Our  books. 

11. 

Wittin’s  “In  School  Days,” 

recited  by 

12. 

Song. 

References : 


Lewis’  History  cf  West  Virginia. 

History  of  the  County. 

Old  records,  reports  and  letters. 

State  Superintendent’s  Biennial  .Reports. 

Hart : How  Our  Grandfathers  Lived — The  Macmillan  C'o.,  New 
York. 

Calhoun:  When  Great  Folks  Were  Little  Folks — The  Macmillan 
Co.,  New'  York. 

Stories  of  Colonial  Children — Educational  Publishing  Co.,  Co- 
lumbus, Ohio. 

Eggleston : Hoosier  School  Boy — Chas.  Scribner’s  Sons,  New 
York. 

Griffin:  School  Days ’of  the  Fifties — A.  Flanagan  & Co.,  Chicago. 

Bass : Stories  of  Pioneer  Life — D.  C.  Heath  & Co.,  New  York. 

Earle : Home  Life  in  Colonial  Days — Grossett  & Dunlap,  New 
York. 

Illustrative  pictures,  photographs,  post  cards,  etc. 


42 


PROGRAM  NUMBER  TWENTY-ONE. 

SPELLING  BEE. 


Suggestions : 

1.  Only  one  program  for  a spelling  bee  is  suggested  here.  This 
does  not  mean  that  other  spelling  bees  may  not  be  arranged  for.  In 
fact  it  would  be  well  to  have  as  many  as  a half  dozen  during  the  term. 

2.  It  is  contended  by  many  that  spelling  is  less  thorough  since  we 
have  almost  abandoned  the  old  time  spelling  bee.  We  believe  that  this 
contention  is  pretty  well  founded.  Teachers  are  urged  therefore  to 
make  of  the  spelling  bee  all  that  is  possible.  The  State  Superintend- 
ent would  appreciate  reports  from  any  communities  where  renewed 
interest  in  spelling  is  especially  noticeable  on  account  of  the  spelling 
bees. 

3.  It  is  desirable  that  the  parents  take  part  in  the  spelling  con- 
tests. Doubtless  there  will  be  many  cases  w^ere  parents  will  surpass 
the  pupils  in  spelling.  If  so  this  fact  will  stimulate  the  pupils  to 
more  thorough  work  in  spelling. 

4.  Those  in  authority  should  see  that  order  is  preserved  during  the 
contest. 

5.  The  old  fashioned  way  of  “choosing”  the  spellers  is  recom- 
mended. 

6.  The  one  who  pronounces  the  words  should  pronounce  very  dis- 
tinctly and  make  sure  that  fairness  is  secured. 

The  Program : 


To  be  arranged  by  the  committee. 


43 


PROGRAM  NUMBER  TWENTY-TWO. 

LOCAL  HISTORY  EVENING. 


Suggestions : 

1.  Both  parents  and  pnpils  should  have  places  on  this  program. 
The  work  by  the  children  may  take  the  form  of  a paper  and  may  be 
counted  as  composition  work  in  their  regular  classes. 

2.  See  that  no  specially  important  events  of  local  history  are 
omitted  from  the  program. 

3.  See  to  it  that  the  program  does  not  dwell  too  much  on  the  his- 
tory of  a single  family  unless  its  importance  justifies  such  prominence. 

4.  Any  specially  good  papers  by  the  pupils  should  be  sent  to  the 
county  papers  for  publication. 

5.  Be  careful  not  to  let  this  program  stir  up  any  bitterness  in  the 
community,  such  as  dispute  over  some'  event  connected  with  the 
civil  war. 


The  Program : 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  The  first  settler  and  his  times. 

4.  The  oldest  church  in  the  community. 

5.  Our  first  school  house. 

6.  How  we  have  grown  educationally. 

7.  Song:  The  Old  Oaken  Bucket. 

8.  Farming  today  and  farming  forty  years  ago. 

9.  Introduction  of  improved  farming  machinery. 

10.  Introduction  of  improved  live  stock  into  the  community. 

11.  Successful  men  who  were  reared  in  this  community. 

12.  Song. 


References : 

Lewis’  History  of  West  Virginia. 

County  History. 

Old  records,  reports  and  letters. 

State  Superintendent’s  Biennial  Reports.. 


44 


PROGRAM  NUMBER  TWENTY-THREE. 

HARVEST  HOME  DAY. 

Suggestions : 

1.  If  it  seems  advisable,  make  this  an  all-day  picnic  or  basket 
meeting. 

2.  It  would  be  a good  plan  to  have  an  exhibit  of  farm  and  garden 
products. 

3.  If  not  an  all  day  picnic,  provide  some  refreshments. 

4.  This  program  should  be  given  Thanksgiving  week. 

5.  The  music  should  consist  of  patriotic  songs,  and  selections  by 
the  band  or  orchestra. 

The  Program : 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  Reading  the  President’s  Thanksgiving  Proclamation. 

4.  Recitation — “Heap  High  the  Golden  Grain.” 

5.  Paper — Origin  of  Thanksgiving  Day. 

6.  Song,  or  selection  by  the  band. 

7.  Early  life  of  the  Yew  England  colonists. 

8.  “When  the  Frost  Is  On  the  Pumpkin”— Riley. 

9.  What  I am  thankful  for. 

10.  Song,  or  selection  by’ the  band. 

References : 

Song:  Harvest  Home,  C.  C.  Birchard  & Co.,  Boston. 

See  West  Virginia  Song  Book  for  other  appropriate  selections. 


45 


PROGRAM  NUMBER  TWENTY-FOUR. 

STORY  LIFE  OF  GREAT  MEN. 


Suggestions : 

1.  This  program  should  include  both  citizens  and  pupils. 

2.  Make  the  program  mainly  of  stories  about  great  men — not 
mere  biographies. 

3.  See  that  the  pupils  who  take  part  know  something  worth  while 
to  tell  about  the  characters  selected. 

The  Program : 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  Story  of  George  Washington  and  his  “little  hatchet.” 

4.  The  funny  side  of  Lincoln. 

5.  Personal  recollections  of  a great  man  (by  a citizen). 

6.  General  Lee,  the  citizen. 

7.  Song. 

8.  A story  about  my  favorite  hero  in  history  (by  a pupil). 

9.  Woodrow  Wilson,  the  scholar-statesman. 

10.  Longfellow,  the  children’s  friend. 

11.  Song. 

References : 

Perry : Four  American  Inventors — American  Book  Co.,  Cin- 
cinnati. 

Kingsley:  Four  American  Explorers — American  Book  Co.,  Cin- 
cinnati. 

Hawthorne : Biographical  stories — Houghton  Mifflin  Co.,  New 
York. 

Williams : Some  Successful  Americans — Ginn  & Co.,  Boston. 
Whitcomb : Heroes  of  History — Chas.  E.  Merrill  Co.,  New  York. 


46 


PEOGEAM  NUMBER  TWENTY-FIVE. 

TRAVEL  EVENING. 

Suggestions : 

1.  The  aim  here  should  be  to  utilize  the  best  travel  experiences 
of  the  community.  Perhaps  one  or  more  of  the  children  have  made  a 
visit  to  a noted  city  or  even  abroad.  There  may  be  one  or  more  for- 
eign children  who  can  make  a valuable  contribution.  By  the  use  of 
maps  the  program  may  be  made  a valuable  geography  lesson. 

2.  If  possible  to  do  so,  have  some  one  to  give  a lantern  slide  lec- 
ture of  his  own  travels  or  on  some  place  of  historic  or  civic  importance. 

3.  Make  a selection  of  post  cards  of  interesting  places. 

The  Program : 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  Where  I spent  my  vacation  (by  a pupil). 

4.  My  first  visit  to  a great  city  (by  a pupil  or  citizen). 

5.  Where  I would  go  if  I should  follow  the  stream  that  runs 

nearest  the  school  house. 

6.  An  ocean  voyage  (by  a citizen  or  pupil). 

7.  Song. 

8.  How  to  “travel”  by  reading  books  on  travel. 

9.  Nearby  places  of  interest  to  the  traveler. 

10.  Five  most  interesting  places  in  the  United  States  (by  a pupil). 

11.  Song. 

References : 

Carpenter:  Geographical  Readers  (series) — American  Book  Co., 
Cincinnati. 

Defoe : Robinson  Crusoe — American  Book  Co.,  Cincinnati. 

Ballou:  Footprints  of  Travel — Ginn  & Co.,  Boston. 

Swift : Gulliver’s  Travels — D.  C.  Heath  & Co.,  New  York 


47 


PROGRAM  NUMBER  TWENTY-SIX. 

MUSIC  EVENING. 

Suggestions : 

1.  Do  not  say  it  cannot  be  done  in  your  community.  It  all  de- 
pends on  the  energy  and  resourcefulness  of  the  teacher  and  the  com- 
munity. 

2.  This  program  anticipates  preparation.  Organize  a singing 
school  as  early  as  possible  after  the  opening  of  the  session.  If  the 
teacher  understands  music  and  can  sing  she  may  assume  the  role  of 
‘‘singing  master/7  If  the  teacher  cannot  assume  such  leadership  she 
should  see  if  there  is  not  some  one  in  the  community  who  can  direct 
the  singing.  The  program  for  this  evening  should  be  made  up  largely 

\ from  the  best  singers,  but  some  of  the  numbers  should  be  sung  by  all. 

3.  Organize  a school  glee  club.  Give  it  a name. 

4.  Secure  a piano  or  organ  if  possible,  perhaps  from  a nearby 
neighbor,  or  from  a church. 

5.  It  may  be  possible  to  arrange  for  a program  made  up  of  out- 
side talent.  For  example,  the  University  Glee  Club  or  a glee  club  of 
one  of  the  normal  schools  or  of  some  college.  It  may  be  that  the  com- 
munity could  afford  a program  such  as  the  Ernest  Gamble  Concert 
Company. 

The  Program : 

To  be  arranged  by  the  local  committee. 

References : 

Write  to  C.  C.  Birchard  & Co.,  Boston,  for  catalog  of  music. 

Also  write  to  Oliver  Ditson  Co.,  Boston,  for  Catalog. 

Write  also  to  Prof.  C.  H.  Congdon,  623  Wabash  Ave.,  Chicago,  111. 

West  Virginia  Song  Book,  State  Department  of  Schools,  Charles- 
ton, W.  Va. 


48 


PROGRAM  NUMBER  TWENTY-SEVEN. 

INDIAN  EVENING. 

Suggestions : 

1.  This  program  should  be  made  up  of  citizens  who  have  had 
personal  knowledge  of  the  Indians  or  of  citizens  and  pupils  who  have 
read  and  heard  much  about  Indian  life  in  the  early  days. 

2.  If  the  children  have  Indian  masks  at  home  they  should  be 
asked  to  wear  them  on  this  occasion. 

3.  The  children  should  be  prepared  for  this  program  by  their 
reading,  whether  of  the  Indian  stories  of  the  text  book  or  of  Indian 
story  books. 

4.  Make  the  program  as  realistic  as  possible. 

The  Program: 

1.  Song,  led  by  school  choir. 

2.  Devotional  exercises. 

3.  Personal  recollections  of  the  Indians  (by  a citizen). 

4.  Indian  warfare  in  West  Virginia  (by  a pupil  or  citizen). 

5.  Who  are  the  Indians? 

6.  Indian  war  dance.  (If  practicable  the  pupils  should  be  en- 

couraged to  act  out  an  Indian  war  dance). 

7.  Song. 

8.  Dramatization  of  an  Indian  story  by  a group  of  pupils. 

9.  Indian  trails  in  West  Virginia  (by  a pupil). 

10.  What  has  become  of  the  Indians? 

11.  Song. 

Beferences : 

The  Childhood  of  Hiawatha,  a dramatization  of  Hiawatha,  by  Miss 
Bessie  Whiteley,  and  published  by  C.  C.  Birchard  & Co.,  Boston. 

Chase:  Children  of  the  Wigwam — Educational  Publishing  Co., 
Columbus,  0. 

Snedded:  Docas,  the  Indian  Boy — Houghton  Mifflin  Co.,  New 
York. 

Poulet:  Indian  Folk  Tales — American  Book  Co.,  Cincinnati. 
Cooper : The  Deerslayer — American  Book  Co.,  Cincinnati. 

Read  Miss  Sutherland’s  Story  of  the  dramatization  of  Hiawatha  in 
her  school,  pp.  9-10  of  this  Handbook. 

Illustrative  pictures,  post  cards,  etc. 


GETTING  CLOSE  TO  NATURE. 
Out-door  Picnics  are  always'popular. 


WITH  ONE  ACCORD  IN  ONE  PLACE. 


LIBRARY 
OF  THE 

UNIVERSITY  OF  ISWNOlS 


PROGRAM  NUMBER  TWENTY-EIGHT. 


DRAMATIC  EVENING. 

Suggestions : 

1.  Avoid  the  stiff,  formal  recitations  of  poems  or  prose  selections, 
such  as  is  common  on  last-  day  exercises. 

2.  Avoid  objectionable,  cheap,  wishy-washy  selections.  There  is 
too  much  good  material  to  justify  the  loss  of  time  required  by  these. 

3.  The  teacher  should  have  the  school  dramatize  several  stories 
as  regular  school  work.  Some  of  the  best  of  these  stories  should  be 
reproduced  on  this  program.  That  will  be' specially  interesting  to 
parents. 

4.  The  committee  should  search  the  community  for  any  persons 
outside  the  school  who  have  had  special  training  in  dramatization  or 
elocution  and  use  these  persons  both  for  helping  to  train  the  pupils 
and  for  taking  parts  on  the  program. 

The  Program  : 

To  be  arranged  by  the  committee. 

Write  for  catalog  from  Eldridge  Entertainment  Co.,  Franklin,  0., 
and  select  an  appropriate  play  for  this  occasion. 

Write  also  for  Baker’s  Catalog  of  Plays,  Walter  H.  Baker,  5 Ham- 
ilton Place,  Boston. 


50 

PROGRAM  NUMBER  TWENTY-NINE. 

WEST  VIRGINIA’S  NATURAL  RESOURCES. 
Suggestions : 

1.  This  program  should  be  informational  in  its  character. 

2.  See  that  those  who  take  part  have  the  facts.  The  teacher  can 
do  a great  deal  by  referring  pupils  and  others  who  take  parts  on  the 
program  to  sources  of  information. 

3.  See  if  there  are  not  some  citizens  who  are  already  interested 
in  this  matter. 

The  Program : 

1.  Song,  Jed  by  school  choir. 

2.  Devotional  exercises. 

3.  West  Virginia  coal  (by  a pupil). 

4.  Conservation  of  West  Virginia  oil  and  gas  (by  a citizen). 

5.  West  Virginia’s  greatest  natural  resource — the  land  (by  a 

citizen) . 

6.  Song.  Hymn  of  the  West  Virginians. 

7.  Water  power  and  state  revenues  (by  a citizen). 

8.  The  boys  and  girls  as  state  resources  (by  a.  citizen). 

9.  Reforesting  West  Virginia  hill  lands  (by  a citizen). 

10.  Waste  of  West  Virginia’s  natural  resources  (by  a citizen). 

11.  Song. 

References : 

Green:  Coal  and  Coal  Mines — Houghton  Mifflin  Co.,  New  York. 
Address  Hon.  H.  E.  Williams,  Charleston,  W.  Va.,  for  “The  Land 
Overlooked”  and  other  information. 

Address  Dr.  I.  C.  White,  State  Geologist,  Morgantown,  W.  Va.,  for 
information. 

Address  Hon.  Stuart  F.  Reed,  Charleston,  W.  Va.,  for  Dr.  Calla- 
han’s History  of  West  Virginia.  Enclose  35  cents  for  postage.  Reg- 
ular price  $1.75. 

Illustrative  pictures,  photographs,  post  cards,  etc. 


51 


QUESTIONS  FOR  DEBATE. 

1.  Resolved,  That  West  Virginia  should  abolish  capital  punish- 
ment. 

2.  Resolved,  That  West  Virginia  should  have  a more  effective 
compulsory  school  attendance  law. 

3.  Resolved,  That  West  Virginia  should  allow  women  to  vote. 

4.  Resolved,  That  there  should  be  an  educational  qualification 
for  voting. 

5.  Resolved,  That  West  Virginia  should  lay  a state  levy  of  one 
mill  for  the  support  of  the  State  University. 

6.  Resolved,  That  the  United  States  should  increase  her  navy. 

7.  Resolved,  That  football  should  be  abolished  from  West 
Virginia. 

8.  Resolved,  That  the  Monroe  Doctrine  is  out  of  date  and  should 
be  abandoned.. 

9.  Resolved,  That  there  should  be  a small  tax  on  oil  and  gas  for 
the  support  of  schools  and  roads. 

10.  Resolved,  That  high  school  studies,  excepting  English,  should 
be  made  elective. 

11.  Resolved,  That  the  United  States  should  permanently  retain 
control  over  the  Philippine  Islands. 

12.  Resolved,  That  the  President  of  the  United  States  should  be 
elected  for  a term  of  six  years  and  be  ineligible  for  re-election. 

13.  Resolved,  That  county  superintendents  of  schools  should  be 
appointed  instead  of  elected  by  the  people. 

14.  Resolved,  That  the  State  Superintendent  of  Schools  should  be 
appointed  by  the  Governor. 

15.  Resolved,  That  a system  of  compulsory  old  age  insurance 
should  be  adopted  in  the  United  States. 

16.  Resolved,  That  West  Virginia  should  adopt  the  county  as  the 
unit  of  school  taxation  and  administration. 

17.  Resolved,  That  West  Virginia  should  maintain  a state  con- 
stabulary. 

18.  Resolved,  That  the  West  Virginia  House  of  Delegates  should 
be  reduced  in  number  to  one  delegate  from  each  county. 

19.  Resolved,  That  there  should  be  a larger  supplementary  school 
fund  to  aid  poor  school  districts. 

20.  Resolved,  That  the  trustee  system  of  administering  local 
schools  should  be  abolished. 


21.  Resolved,  That  every  district  should  maintain  a superintend- 
ent of  schools. 

22.  Resolved,  That  the  state  normal  school  should  provide  a short 
course  of  three  years  for  rural  teachers. 

23.  Resolved,  That  for  the  collection  of  school  funds  sheriffs 
should  receive  only  one  per  cent. 

24.  Resolved,  That  West  Virginia  should  provide  for  the  pension- 
ing of  all  teachers  over  65  years  of  age  who  have  taught  35  years. 

25.  Resolved,  That  $50  per  month  should  be  the  minimum  salary 
of  a first  grade  teacher. 

26.  Resolved,  That  consolidation  of  schools,  where  possible  to  do 
so,  is  a duty  of  the  board  of  education. 

27.  Resolved,  That  the  minimum  age  of  teachers  should  be  201  in- 
stead of  17,  as  at  present. 

28.  Resolved,  That  West  Virginia  should  have  a small  millage  tax 
for  the  improvement  of  public  highways. 

29  Resolved,  That  the  number  of  state  normal  schools  should  be 
reduced  to  four. 

30.  Resolved,  That  the  United  States  government  should  own  and 
control  all  railroads. 

31.  Resolved,  That  it  is  more  profitable  to  grow  hogs  than  it  is  to 
grow  cattle  in  this  community. 

32.  Resolved,  That  it  is  better  to  cultivate  a small  farm  intensively 
than  it  is  to  try  to  farm  200  acres. 

33.  Resolved,  That  poultry  is  the  most  profitable  business  for  this 
community. 

34.  Resolved,  That  fruit  culture  is  a profitable  business  in  this 
community. 

35.  Resolved,  That  boys  and  girls  have  a better  opportunity  in  the 
country  than  in  the  city. 

REFERENCES  TO  LITERATURE  ON  THE  SOCIAL  CENTER 
AND  RURAL  LIFE. 

Butterfield:  Chapters  in  Rural  Progress,  $1.00 — University  of 
Chicago  Press,  Chicago,  111. 

Plunkett:  Rural  Life  Problems  in  the  United  States,  $1.50 — Mac- 
millan Company,  New  York. 

Bailey:  The  Country  Life  Movement,  $1.25 — Macmillan  Com 
pany,  New  York. 


53 


Bailey:  The  Training  of  Farmers,  $1.00 — The  Century  Company, 
Yew  York. 

Carney:  Country  Life  ancl  the  Country  School,  $1.25 — Row, 
Peterson  & Co.,  Chicago. 

Carver:  Principles  of  Rural  Economics,  $1.30 — Ginn  & Co., 

Boston. 

Foght:  The  American  Rural  School,  $1.25 — Macmillan  Co.,  Yew 
York.  • I ; j 

Gillette:  Constructive  Rural  Sociology,  $1.60 — Sturgiss  & Walton, 
Yew  York. 

Ward:  The  Social  Center,  $1.50 — D.  Appleton  & Co.,  Yew  York. 

Buell : One  Woman’s  Work  for  Farm  Women,  50  cents — Whitcomb 
& Barrows,  Boston. 

Perry:  How  to  Start  Social  Centers,  10c. — Russell  Sage  Founda- 
tion, Yew  York. 

Coulter:  Co-operation  Among  Farmers,  75c — Sturgiss  & Walton, 
Boston. 

Kern : Among  Country  Schools,  $1.25 — Ginn  & Co.,  Boston. 

Wray:  Jean  Mitchell’s  School,  $1.00 — Public  School  Publishing 
Co.,  Bloomington,  111. 

Field:  The  Corn  Lady,  60c — A.  Flanagan  & Co.,  Chicago. 

Johnson:  What  to  Do  At  Recess,  25c — Ginn  & Co.,  Boston. 

Dodd : The  Healthful  Farmhouse,  60c — Whitcomb  and  Barrows, 
Yew  York. 

Report  of  the  Commission  on  Country  Life — Government  Printing 
Office,  Washington,  D.  C.,  10c. 

BuUetin  Yo.  325,  Home  School  League,  University  of  Texas, 
Austin,  Tex. 

Bulletin  Yo.  18,  Social  and  Civic  Work  in  Country  Communities, 
Department  of  Education,  Madison,  Wis. 

Bancroft:  Games  for  the  Playground,  Home,  School  and  Gym- 
nasium, The  Macmillan  Co.,  Yew  York. 

Rural  Life  and  Education,  Cubberley,  $1.50 — Houghton  Mifflin 
Co.,  Yew  York. 

Write  C.  C.  Birchard  & Co.,  Boston,  for  catalog  of  music. 

Write  the  Eldridge  Entertainment  Co.,  Franklin,  O.,  for  catalog  of 
entertainments. 

Write  Prof.  Peter  W.  Dykema,  University  of  Wisconsin,  Madison, 
Wis.,  for  information  on  Community  Singing. 


£4 


RURAL  LIFE  READING. 

Grayson  : Adventures  in  Contentment. 

Garland  : Main  Traveled  Roads. 

Bacheller:  Eben  Holden. 

Wescott:  David  Harum. 

White:  Courts  of  Boyville. 

Jewett : The  Country  Doctor. 

Page  : In  Ole  Virginia. 

Wiggin:  Rebecca  of  Sunnybrook  Farm. 

Allen  : The  Kentucky  Cardinal. 

Connor:  The  Sky  Pilot. 

Eggleston  : The  Circuit  Rider. 

Eggleston  : The  Hoosier  Schoolmaster. 

Gibson : In  the  Morning  Glow. 

London : The  Call  of  the  Wild. 

Sewell : Black  Beauty. 

Irving:  Rip  Van  Winkle. 

Franklin  : Poor  Richard’s  Almanac. 

Goldsmith:  The  Vicar  of  Wakefield. 

Van  Dyke:  Spy  Rock. 

Riley:  Poems  Here  at  Home. 

Field  : Poems  of  Childhood. 

Dunbar : Lyrics  of  Lowly  Life. 

Stevenson  : A Child’s  Garden  of  Verses. 
McMurry:  Songs  of  Treetop  and  Meadow. 
Burroughs:  Songs  of  Nature. 

Whittier : Selected  Poems. 

Bryant : Selected  Poems. 

Longfellow : Selected  Poems. 

Holmes : Selected  Poems. 

Lowell : Selected  Poems. 

Wordsworth : Selected  Poems. 

Shelley : Selected  Poems. 

Burns : Selected  Poems. 

Gray:  Elegy  Written  in  a Country  Churchyard. 


